The Parent-Child Relationship as a Paradigm for Teaching and Learning in Rosenzweig and Levinas
Bibliographic record
Abstract
This impetus for this work is to gain philosophical and theological insights that could inform theories and practices of Jewish education. Analysis focuses primarily on the work Franz Rosenzweig and Emmanuel Levinas, two modern Jewish thinkers whose works suggest an awareness of the intimate relationship between Jewish Thought and the pragmatics of teaching and learning. The primary methodology of this work is an inter-textual and hermeneutical reading of key philosophical, theological, and pedagogical works of Rosenzweig and Levinas. The method reveals correlations between their broader philosophical concepts and their views concerning Jewish education, and leverages each as an hermeneutical interlocutor of the other to clarify and generate concepts concerning Jewish teaching and learning. The hermeneutical analysis undertaken in this work reveals a persistent presence in Rosenzweig's and Levinas's works of dimensions of the parent-child relationship as philosophical constructs underpinning Jewish notions of metaphysics and epistemology. These dimensions include: an ontology rooted in birth; an epistemology grounded in relations of responsibility; an ethics founded on the reproduction of love in the other. This work explores how these, and other dimensions of the parent-child relationship expressed by Rosenzweig and Levinas, correlate with their notions of teaching and learning and how these correlations can inform theories and practices of teaching and learning for Jewish education, and teaching and learning in general. Reading the works of Rosenzweig and Levinas through the lens of the parent-child relationship and teaching and learning also provides new insights into their over-all theological and philosophical projects.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".